"For the development of every student" is the core concept of the new curriculum reform, and it is also a major breakthrough in the evaluation reform. What this concept pursues is not to give students an accurate conclusion, let alone to compare their grades or scores with others, but to understand the development needs of students, pay attention to the differences of the assessed, pay attention to the progress and changes of students in the learning process, give timely evaluation and feedback, help students understand themselves and emphasize the promotion of students through feedback. Use an image metaphor: evaluation is no longer a sieve for grading, but a pump to encourage students to develop.
How to make incentive evaluation really become a catalyst for students' learning and teachers' teaching? I believe that teachers' evaluation stems from their sincere love for students. Only by capturing the fleeting "bright spots" on students with keen eyes, that is, finding the foothold of students' personalized performance, making praise situational, and then putting words of encouragement and expectation, can praise achieve the greatest effect. In the classroom, evaluation must go beyond and break through the traditional unconscious and simplified evaluation such as "You got this question right" and "No, sit down and think about it", and build a classroom developmental evaluation system that can stimulate students' learning activities and make them long-term, internalized and positive. Therefore, in the evaluation, teachers should pay special attention to the influence on students' emotions and feelings, pay attention to emotional input, and encourage students with short, appropriate and enthusiastic words. For example, "You know so much!" "I'm really independent." "It doesn't matter if the answer is wrong, the teacher sometimes makes mistakes!" "You are very clever. I believe you can read or answer better next time. " These passionate words will definitely raise the timid hand. The teacher's seemingly ordinary and unusual words are the sunshine of children and the life of the classroom.
Encouragement and praise is the magic weapon of education, which has infinite temptation for students and is undoubtedly a stimulant for their study. With this enthusiasm, the classroom is full of vigor and vitality. Spend a lot of time and energy demanding students, it is better to encourage them with a little effort, so that every student can feel the joy of success and learning, and let them develop freely and harmoniously. In a word, our teachers should be full of enthusiasm, full of energy and rich in emotion. Even a smile, a look, a thumbs-up approval, a handshake thank you, an encouragement to pat the shoulder and a touch of the head are all evaluations. It is like a trace of a flower and a clear spring. This evaluation is simple and direct. Although there is no record, it plays an important role in the growth of students. Who can say it's not an evaluation?
Secondly, diversification is the core of the implementation of new curriculum evaluation.
Gardner, a psychologist from Harvard University in the United States, put forward the theory of multiple intelligences, which has had a great influence in the field of education, directly affecting teachers to form a positive and optimistic view of students and reconstructing students' views of intelligence and education. Teachers should be willing to evaluate, observe, accept and appreciate students from many angles, discover and develop their potential, pay attention not only to their academic achievements, but also to their all-round development, especially to cultivate their ability and innovative spirit. This is the reform direction advocated by the new curriculum student evaluation. The content of evaluation is diversified, and the evaluation criteria are layered, so as to understand the needs of students' development, help students to know themselves, establish self-confidence and promote the development of students at the original level, that is, to emphasize the constructive role of evaluation in students' individual development and establish an evaluation system to promote students' all-round development.
1, and the evaluation content is diversified.
In order to improve students' Chinese literacy, we should change the one-sidedness of emphasizing the subject knowledge system and ignoring the comprehensive ability of Chinese, emphasizing the intellectual quality and ignoring the attitude and habits in the previous evaluation of Chinese teaching in primary schools. Pay attention to the comprehensive evaluation of knowledge and ability, method and process, emotion and attitude, including literacy, writing ability, oral and Chinese communication ability and comprehensive learning ability. Some of these contents can be classified as cognitive domain, while others belong to non-cognitive domain.
In the evaluation of cognitive field, we should pay attention to the evaluation of students' basic knowledge points and their Chinese ability development level. The evaluation contents put forward by Chinese curriculum standards include: reading and writing ability, reading ability, writing ability, oral communication ability and comprehensive learning ability. The evaluation of non-cognitive field mainly includes learning attitude, habit and interest. These factors are the motive factors for students to learn Chinese, and they are also the important contents of Chinese teaching evaluation in primary schools. The content of non-cognitive domain evaluation proposed by Chinese curriculum standard includes: attitude towards reading and writing, interest in writing, attitude towards cooperation with others, manners and manners, spirit of exploration and innovation, autonomy and enthusiasm in learning.
2. Diversity of evaluation criteria
Evaluation standard is the scale, premise and foundation of teaching evaluation. The traditional primary school Chinese teaching evaluation is influenced by the purpose of selection and elimination of educational evaluation, and pursues unified values, which erases students' personality differences and seriously affects the scientific and incentive function of teaching evaluation. In order to optimize teaching evaluation, efforts can be made in the following three aspects:
(1) allows different students to meet the standards asynchronously. For students who can meet the standards ahead of time, teachers will create conditions for them and promote students to master more knowledge, ability and develop their specialties. For students who can't meet the standards on time, teachers help them find the crux of the problem, help them improve and implement delayed evaluation, so that they can feel the joy of success in the evaluation process.
(2) Implementing multi-level evaluation strategies that vary from person to person. We should respect the differences and adopt the strategy of hierarchical evaluation to help students at all levels build up their confidence in self-development, see their progress and success in time, and get different degrees of development and improvement.
(3) Evaluate students with open-ended questions. To evaluate the quality of students' Chinese learning, we should not stick to the memory of knowledge, but let students learn to use knowledge to solve practical problems, or express their original opinions on a certain problem and put forward their own designs and creativity.
3. Diversified evaluation methods.
Scientific evaluation method is the guarantee to realize the correct evaluation purpose, implement the comprehensive evaluation content and introduce flexible evaluation standards. How to make the teacher's evaluation promote the development of each student? I think we can work hard on the following evaluation methods:
(1) Implement grading evaluation. In classroom teaching, we should establish a comprehensive and correct view of differences, pay attention to students' differences and their development, implement different teaching and promote the development of differences. Hierarchical teaching and hierarchical evaluation in the classroom can meet the different needs of different students, so that every student can experience the happiness of success, thus stimulating students' enthusiasm for learning. For example, in layered test questions, students should pay attention to the memory of the text content and knowledge, the understanding and application of the content, and so on.
(2) The combination of oral evaluation and written evaluation. The characteristics of oral evaluation, such as directness, quickness, situation and high frequency, provide an effective way for teachers' value guidance and emotional infection. Oral evaluation communication between teachers and students runs through the classroom to stimulate students' interest and initiative. However, the randomness and non-recording of oral evaluation limit the scope and effect of oral evaluation to some extent. Only by combining it with the profound and long-term written evaluation of evaluation can it play a greater role. In writing evaluation, pay attention to the use of language as much as possible, and use more encouraging language. Even if it is not praise, it is also criticism, so we should also pay attention to euphemism.
(3) The integration of teacher evaluation and student evaluation. Teachers' evaluation of teaching can be divided into immediate evaluation and delayed evaluation. Real-time evaluation is helpful to correct the shortcomings and mistakes in learning in time, motivate students and promote their all-round development; Delaying evaluation is not to encourage behavior and language, but to let students speak freely, fully carry forward democratic teaching and improve the depth of students' understanding. The mutual utilization of the two can better achieve the purpose of evaluation. Moreover, evaluation in teaching is not a teacher's "patent". Let students participate in the evaluation, let them become a member of the evaluation subject, turn the evaluation into a process of active participation, self-reflection, self-education and self-development, and form a positive and democratic evaluation relationship, which is more conducive to self-knowledge and self-confidence, thus promoting the development of students.
Third, paying attention to the process is the key to the implementation of new curriculum evaluation.
Constructivist learning theory holds that knowledge is not acquired by teachers, but by learners through meaning construction with the help of teachers, learning partners and others in a certain situation, that is, social and cultural background. This means that learning is a process of meaning construction with the help of others under a certain social and cultural background, that is, through interpersonal cooperation activities. In the process of learning, teachers, as helpers and promoters of students' active construction of meaning, should attach importance to the evaluation of students' learning process and guide students to master the correct learning methods. In teaching practice, it is very important for teachers to make students' learning process achieve good results, broaden students' learning horizons and evaluate and summarize students' experience in learning Chinese in time.
"Chinese Curriculum Standard" requires that "the integrity and comprehensiveness of Chinese curriculum evaluation should be emphasized, and students' Chinese literacy should be comprehensively evaluated from knowledge and ability, process and method, emotional attitude and values", and points out that "formative evaluation and summative evaluation are both necessary, but formative evaluation should be strengthened". It is advocated to collect materials that can reflect students' Chinese learning process and results by means of growth record (growth portfolio), and to make clear the best choice for teachers to evaluate the learning process. Portfolio evaluation focuses on the evaluation of the process, collects students' works to show the progress in learning, and comprehensively evaluates the whole process of students' learning. It not only helps students and teachers understand the situation of learning and progress, but also plays an important role in the development of students' autonomy, reflective ability and creativity. It not only reflects students' mastery of knowledge and skills, but also reflects other aspects of students, effectively overcoming the practice of single evaluation standard and one-sided emphasis on students' achievements.
Ask the students to design the cover of the portfolio and choose the recording materials to put in the portfolio. The content can include: recording students' growth and progress, works, the most satisfactory homework, self-portraits, feelings found in life, accumulated ancient poems, famous sentences, stories in photos, small production, exercise essays, feedback cards from parents, group comments, statistical charts, etc .. Show students' achievements from the aspects of emotion, attitude and ability, and reflect their efforts in the process of achieving their goals. It is not difficult to see that portfolio evaluation method is more vivid, convenient and effective than that kind of board scoring evaluation. Cultivate students' reflective ability, reduce students' anxiety about study and examination, reduce negative psychological feelings in the learning process, and increase students' successful experience.